SPAN 2101 - Spanish IIA
North Terrace Campus - Semester 1 - 2016
This course builds on the skills that students mastered in the introductory Spanish courses (SPAN 1003 and SPAN 1004). The emphasis of this course will be on the further development of the four basic language skills: speaking, listening, reading and writing. Different from early courses, in this course the teaching staff will tackle some of the finer points of the Spanish grammar and will emphasise writing practices at academic level. Lectures and tutorials will be conducted in Spanish and students will be expected to actively contribute to discussions and exercises in the Spanish language.
Approximately 20% of teaching time will be dedicated to the introduction and discussion of specific aspects of the cultures of the Hispanic World, through different types of media including music recordings, video clips, movies and short stories produced both in Spain and Latin America.
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General Course Information
Course Details
Course Code SPAN 2101 Course Spanish IIA Coordinating Unit Spanish Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites SPAN 1004 Incompatible SPAN 2001. Students who have taken and passed an Intermediate level Spanish course at other universities are not permitted to enrol. Assumed Knowledge Basic knowledge of the Spanish language (speaking, reading, writing) Assessment Class participation 10%, 2 x semester tests 40%, Oral presentation 20%, Composition 30% Course Staff
Course Coordinator: Dr Jorge Paredes
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
Students who complete this course will
1) Acquire an advanced level of knowledge on the use of various tenses in the Indicative Mood and sentence structures in the Spanish language.
2) Further acquire and develop the ability to write sentences, paragraphs and compositions in the Spanish language.
3) Enhance their ability to independently explore sources to produce oral presentations on topics pertaining to the culture of the Spanish-speaking world.
4) Develop their capacity to maintain a conversation in Spanish with a group of classmates and people outside the university.
5) Further develop reading and comprehension skills.
6) Work in groups to do research on different topics pertaining to the Spanish language and culture and present their findings to an audience.
7) To prepare oral presentations in Spanish, using visual and aural clues, and appropriate technology.
8) Develop a positive attitude towards reading, writing and speaking in Spanish.
9) Further develop and enhance the ability to synthetize, analyse and present information both in written and oral forms in Spanish.
10) To discover cultural differences between Australia and the Spanish-speaking world, and to make respectful comparisons between the two worldviews.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 5, 9 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 4, 6, 8, 9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 6, 10 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
8, 10 -
Learning Resources
Required Resources
- Como se dice en espanol 3 (Course reader) (available from the Copy and Image Centre [level 1, Hughes Building]).
- Collins Spanish Dictionary.Recommended Resources
Reference works:
1) The official dictionary for this course is the Collins Spanish Concise Dictionary. This is a highly recomended reference dictionary that will be used regularly during the semester. It would be needed for more advanced courses. It is available from UNIBOOKS.
2) Spanish Grammar Collins GEM is the official recommended book for extra help with your grammar. It is available from UNIBOOKS.
3) The Barr Smith Library has a number of Spanish-English dictionaries in its reference section. When preparing assignments, it is a good habit to work with dictionaries and other reference works around you.Online Learning
All review exercises and answers will be posted in MyUni through the semester. -
Learning & Teaching Activities
Learning & Teaching Modes
There are four hours of in-classroom learning in this course: 1 two-hour lecture and two
1-hour tutorials.
In the 2-hour lecture, the emphasis will be on the teaching of the Spanish grammar and continuous practice both orally and in written form, to consolidate the grammar points being learned.
In the workshops the emphasis will be on reading comprehension activities and conversation activities.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture per week x 12 weeks............................................. 24 hours per semester 2 X 1 hour tutorials per week X 12 weeks................................................ 24 hours per semester 4 hours homework and assignment preparation X 12 weeks....................... 48 hours per semester 2 hours research per week X 12 weeks.................................................... 24 hours per semester 12 hours oral presentation per semester ................................................. 12 hours per semester 24 hours composition writing per semester .............................................. 24 hours per semester TOTAL WORKLOAD............................................................................. 156 hours per semester
Learning Activities Summary
Week 1: 3 de marzo.
Clase:
Introduccion al curso.
Leccion introductoria.
Los tiempos del presente indicativo.
Seminarios:
Organizar e introducir los "Temas de conversacion oral".
Week 2: 10 de marzo.
Clase:
No hay clase (Adelaide Cup Holiday)
Seminarios:
Los tiempos del presente indicativo.
Tema de conversacion 1: "Mis materias y mis clases".
Week 3: 17 de marzo.
Entrega de "Ejercicio de repaso numero 1"
Clase:
Los verbos irregulares en el tiempo presente.
Seminarios:
Ejercicios escritos y orales usando los verbos irregulares.
Tema de conversacion numero 2: "Mis pasatiempos y los de mis amigos".
Week 4: 24 de marzo.
Clase:
El verbo "gustar" y verbos similares.
Seminarios:
Practica de lectura y escrituraL "Mi familia".
Tema de conversacion numero 3: "Los gustos de mi familia".
Week 5: 31 de marzo.
Clase:
Lectura y revision de la "tarea para la casa".
Musicos del mundo hispano.
Seminarios:
Escuchar y traducir cancion.
Tema de conversacion numero 4: Mi musica preferida y la de mis amigos.
Week 6: 7 de abril.
Entrega de "Ejercicios de repaso numero 2".
Clase:
El presente progresivo.
El presente perfecto.
Seminarios:
Practica 4 (P. 39)
Tema de conversacion numero 5: "Los proyectos de mi familia".
VACACIONES DE MITAD DE SEMESTRE: DEL LUNES 14 DE ABRIL HASTA EL VIERNES 25 DE ABRIL.
Week 7: 28 de abril.
Entrega de "Ejercicios de repaso numero 3".
Clase:
Uso de las preposiciones "por" y "para".
Seminarios:
Practica de lectura (lectura a ser proporcionada por el profesor)
Tema de conversacion numero 6: "Cuanto he logrado en mi vida hasta el dia de hoy".
Week 8: 5 de mayo.
Clase:
TEST 1 (50 minutos).
Los pronombres y los adjetivos posesivos.
Seminarios:
Practica de lectura (lectura a ser proporcionada por el profesor).
Tema de conversacion numero 7: "Lo que me pertenece y lo que pertenece a mis padres (lo mio y lo suyo)".
Week 9: 12 de mayo.
Clase:
Los pronombres de complemento directo (PCD).
Seminarios:
Los pronombres de complemento directo (PCD).
Tema de conversacion numero 8: "Lo que me gusta regalar en fechas especiales".
Week 10: 19 de mayo.
Entrega de "Ejercicios de repaso numero 4".
Clase:
El preterito.
Seminarios:
Ejercicios orales usando el preterito.
Escuchar cancion.
tema de conversacion numero 9: "Las cosas buenas 1que hice en la escuela secundaria".
Week 11: 26 de mayo.
Clase:
El imperfecto.
Seminarios:
Lectura (p. 108) y preguntas. Ejercicio oral.
Tema de conversacion numero 10: "Como era de nino".
Week 12: 2 de junio.
Entrega de "Ejercicio de repaso numero 6"
Clase:
Verbos reflexivos y verbos reciprocos.
Seminarios:
TEST 2. (50 minutos).
Small Group Discovery Experience
Working in groups of 2, students will do basic research on a Spanish-speaking country. After finishing their research, they will choose individually a specific cultural topic on that country and will do an individual oral presentation of 5 minutes on a date to be determined by the course coordinator. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Class participation Formative and summative 10% 4,5,6,8 2 semester tests Formative and Summative 40% 1, 9, 10 Oral presentation Formative and Summative 20% 1, 3, 4, 6, 8, 9 Composition Formative and summative 30% 1, 2, 5, 8, 9 Assessment Detail
Participation: all students will be expected to actively participate in all activities and exercises organised in class.
Weekly homework: students will be required to do work outside the class on grammar, language structures and vocabulary.
Mid-term test: students will submit a written composition in Spanish on grammar, language structures and vocabulary learnt in the first half of the course.
Oral presentation: students will do a 5-minute oral presentation on a specific topic. The presentation will be organised around a PowerPoint presentation and written in Spanish.
Final test: students will submit a written composition in Spanish on a chosen topic.Submission
Information available on enrolment.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
